Educators' Perceptions of Supporting Parents of Deaf and Hard-Of-Hearing Children

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Sara A. Goico (ORCID Sara A. Goico (ORCID 0000-0001-9306-4115); Kristella Montiegel (ORCID Kristella Montiegel (ORCID 0000-0002-2448-2951)
  • Language:
    English
  • Source:
    Deafness & Education International. 2024 26(2):168-189.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      22
    • Sponsoring Agency:
      National Science Foundation (NSF), Directorate for Social, Behavioral and Economic Sciences (SBE)
    • Contract Number:
      1911653
    • Subject Terms:
      Deafness; Hearing Impairments; Students with Disabilities; Teacher Role; Educational Philosophy; Communication Strategies; Decision Making; Parent Teacher Cooperation; Parent Role; Teachers; Teacher Attitudes; Assistive Technology; Attitudes toward Disabilities; Social Bias; Access to Information; Decision Making Skills
    • Subject Terms:
      California
    • Accession Number:
      10.1080/14643154.2023.2241211
    • ISSN:
      1464-3154
      1557-069X
    • Abstract:
      In this article, we address the question: How do educators of the deaf and hard-of-hearing (EODs) perceive their role vis-a-vis communication modality and educational philosophy of deaf and hard-of-hearing (D/HH) children? Using an ethnographic framework, we report on findings from semi-structured interviews conducted with 16 EODs across public, private, and state levels in California. Through thematic analysis of interview transcripts, we found that EODs have strongly adopted a perspective of supporting informed parent choice. Building on a relational sociology framework, we discuss how these efforts are impacted by ableism, which permeates the network of interdependent social relations and systems that constitute the larger D/HH field. In highlighting the socially structured and produced nature of the decision-making process for parents of D/HH children (Bourdieu, P. 1977. "Outline of a theory of practice. Cambridge University Press"), we argue that to support informed parent choice more effectively, the entire system of relations would need to reflect on the way in which ableism and audism are pervasive throughout the system.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1423393